Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
55 Cards in this Set
- Front
- Back
|
Physical Development
|
Cephalocaudal: head to feet
Proximodistal: center moving outward |
|
|
Prenatal Development
|
Germinal Phase (Conception-2 weeks)
Zygote: fertilized egg Placenta: structure that allows oxygen and nutrients to pass into fetus from mother's bloodstream; allows waste to pass out. |
|
|
Emryonic Stage
|
From 2 Weeks-8weeks
Head, face and neck develop Buds for limbs form and grow Major organs/digestive system differentiating Heartbeat begins |
|
|
Fetal Stage
|
8 weeks-birth
|
|
|
Fetal Stage 3rd month:
|
digestive organs begin to function. buds for teeth form. sex organs develop rapidly. arms and fingers begin to move
|
|
|
Fetal stage 4th month
|
4th month: face looks human
body begins rapid growth and begins to look humans, bones are fairly well defined |
|
|
Fetal stage 5th month
|
finger and toe nails appear. Lanugo :fine, wooly hair over body
vernix: waxy coating collects |
|
|
Fetal 6th Month
|
Eyebrows/lashes well defined. eyes completely formed
|
|
|
Fetal 7th Month
|
Fetus is capable of life outside mother
|
|
|
Fetal 8th/9th month
|
Fat is deposited for later use. fingernails fully developed. lanugo is shed. myelination of brain takes place. chief organs increase functioning. vernix covers body
|
|
|
Teratogens
|
Harmful toxins that affect development resulting in defect, damage or anomoly
|
|
|
Concepts with teratogens
|
Dose (how much has the child been exposed to?)
Basic Heredity: vulnerable vs sturdy Multiple Determination: stress, nutrition, lack of medical care Age of organism at exposure |
|
|
Teratogenic Agents (Drugs or Chemicals: )
|
there is an increased understanding of the role of prenatal exposure to drugs on the developing child (Thalidomide)
|
|
|
Teratogenic Agent (Stress)
|
Stress: prolonged stress linked with prematurity and low birth weight
|
|
|
Teratogenic Agents (Smoke)
|
mild stimulus, increased fetal activity, low birth weight, increased SIDS (death of a fetal baby for no apparent reason)
|
|
|
Teratogenic Agents (Marijuana)
|
low birthweight, disturbed sleep in newborns, reduced attention to environment
|
|
|
Teratogenic Agents (Heroin)
|
premature birth weight, tremulous behavior, poor sleep, poor sucking and feeding, risk of SIDS
|
|
|
Teratogenic Agents (Cocaine)
|
Cocaine "crack babies": premature size/weight, tremulous high pitched crying, respiratory and regurgitation problems, withdrawal symptoms
|
|
|
Teratogenic Agents (Comorbidity)
|
abuse of multiple substances likely
|
|
|
Teratogenic Agents (alc)
|
Leading teratogen in the US causing mental retardation
Physical: growth retardation, head and facial abnormalities, skeletal, brain and heart damage Behavioral: poor impulse control, poor attention, cognitive affects Fetal Alc Effects: some symptoms of FAS, but less physical symptoms |
|
|
Paternal Age
|
Can affect and be a factor in developmental flaws
|
|
|
Reflexes and sensory abilities of newborns and infants
|
Vision: poor fixation ability
limited ability to discriminate color Estimated visual acuity of between 20/200 and 20/400 preference for human faces |
|
|
Reflexes and sensory abilities of newborns and infants (Hearing)
|
Fetus can hear sounds around 6 months in utero, recognize mother's voice
|
|
|
Reflexes and sensory abilities of newborns and infants (Taste and Smell)
|
Both present at birth
|
|
|
Reflex
|
Inborn, automatic response to a particular form of stimulation
|
|
|
Rooting Reflex
|
Survival value
Ex: stroke cheek and baby will turn head toward the stimulation |
|
|
Stepping Reflex
|
Basis for complex motor skills, with bare feet touching floor infant will mimic a stepping response (disappears around 2 months)
|
|
|
Sucking Reflex
|
Place a finger in a baby's mouth and baby will suck
|
|
|
Eyeblink Reflex
|
Shine a bright light or clap and they will close their eyelids. Protects from strong stimulation
|
|
|
Babinski Reflex
|
Stroke the heel of the foot to see reactions of the toes which flex/fan out
Normal in infants, if it persists it can indicate neurological problems |
|
|
Gross and Fine Motor Development
|
Individual Differences exist, normative expectations for these skills and abilities often called milestones
|
|
|
Gross and Fine Motor Development (Age 2-3)
|
Gross Motor: walk rhythmically, jump, hop, push a riding toy with feet
Fine Motor: remove simple clothing items, use spoons |
|
|
Gross and Fine Motor Development (Age 3-4)
|
Gross Motor: walks upstairs alternating feet, catch ball by trapping in chest, ride tricycle
Fine Motor: (Un)button shirts, use scissors, copies lines, circles, draws tadpole person |
|
|
Gross and Fine Motor Development (Age 4-5)
|
Gross Motor: Walks downstairs alternating feet, runs smoothly, catches ball with hands, rapid/smooth steering
Fine Motor: use forks, cut line with scissors, copies triangle and some letters |
|
|
Gross and Fine Motor Development (Age 5-6)
|
Gross Motor: Increase running speed, true skipping, ride bike
Fine Motor: Use knife to cut food, tie shoes, draw 6 part person, copies words and numbers |
|
|
Gender Differences
|
Boys ahead of girls in force and power; girls ahead in fine motor and gross motor skills which involve good balance
|
|
|
Temperament
|
Relatively constant basic disposition which is inherent in a person that underlies and modulates his/her behavior
|
|
|
Thomas and Chess
|
Identified three basic temperaments for infants; difficult, slow to warm and easy
|
|
|
Difficult (10%)
Slow to Warm up (15%) Easy (40%) Mixture (35%) |
Difficult: Often wail/cry and are negative in new situations, eat and sleep irregularly
Slow to warm up: Often inactive, adapt slowly and can be withdrawn and show a negative mood Easy:Cheerful, adaptable, easily establish routines |
|
|
Goodness of Fit
|
The match between the characteristics of the infant and his/her family is critical to development
|
|
|
Attachment
|
The affectional bond between an infant and its caretaker
Studied by Ainsworth in her attachment paradigm still being used today. |
|
|
Premise of Attachment
|
Infants express their wish to be attached by wishing to be close to their caretaker and showing signs of distress when their caretaker departs.
This emotional upset is called separation anxiety. Mothers are most common first object of attachment. |
|
|
Stranger Anxiety
|
Develops when infants around 6-7 months ending around 18 months. If a stranger approaches, the infant becomes afraid and reaches for caregiver
|
|
|
Strange Situation
|
When a child is put in a situation where he/she is with a stranger as opposed to the child's caregiver which can be uncomfortable for a child
|
|
|
Ainsworth Research Study
|
Found 4 types of attachment patterns
|
|
|
Securely Attached
|
Child uses the parent as a safe base to explore the world (65% of US infants)
|
|
|
Avoidant Attachment
|
Unresponsive to parent when present, no distress when she leaves, react to stranger similar as to parent, slow to greet parent when they return (20% of US infants)
|
|
|
Resistant Attachment
|
Seek closeness with their parents, fail to explore, upon return display angry, resistant behavior, cannot be comforted (10-15% of US infants)
|
|
|
Disorganized/Disoriented Attachment
|
Greatest amount of insecurity, in reunion show disorganized, confused behaviors. Seem confused, glazed and spacey. Mothers are more avoidant and inconsistent with a lack of sensitivity to infant's needs (5% of US infants)
|
|
|
Authoritarian Parenting Style
|
Restrictive parenting, insists on obedience, rigid rules. Preschoolers were moody, unfriendly, less motivated
|
|
|
Authoritative Parenting Style
|
Assume control with flexibility, reasonable demands, provide reasons for rules. Preschoolers were cheerful, socially responsible
|
|
|
Permissive Parenting Style
|
Accepting and lax with few demands, little monitoring, Pre schoolers were impulsive, aggressive, bossy
|
|
|
Uninvolved (Maccoby) Parenting Style
|
Removed or hostile parenting, overwhlemed with own stressors have little time or energy to parent. Children high in aggression, perform poorly in class
|
|
|
Attachment Deprivation (Harlow Monkey Studies)
|
Reared monkeys in isolation or with a surrogate mother. After 6 months sent back to colony. Isolated monkeys showed indifference, were terrified or were aggressive with other monkeys, failed to form relationships with opposite sex, were abusive so offspring
|
|
|
Attachment and Contact Comfort
|
hypothesized that animals/humans need warmth, comfort as a primary need
|
